How Should Multicultural Education Be According to Preschool Teachers?

Year 2024, , 106 - 129, 31.03.2024

Melike Yörüko , Özge Özel , Gül Dalgar

https://doi.org/10.38151/akef.2024.133

Abstract

The aim of this study is to reveal how multicultural education should be according to preschool teachers. The study was organized in a multiple case study design from qualitative research methods. Participants were selected through purposive sampling and four preschool teachers with at least one student from different cultures were included in the study. Data were collected through semi-structured interviews and analyzed using descriptive analysis method. The findings are given under the themes of education program, teacher characteristics in multicultural environment, family involvement, learning environment and evaluation according to preschool teachers. The findings revealed that children from different cultures have deficiencies in language development and social emotional development. In addition, it was emphasized that the personality traits of a preschool teacher in a multicultural education environment should be impartial, unprejudiced, and inquisitive. Finally, the study revealed that families should be actively involved in the process, learning centers should be organized according to needs, and student evaluations should be individualized.

Keywords

Multicultural education, preschool teacher, teacher opinion, multiculturalism, teacher features

Ethical Statement

Burdur Mehmet Akif Ersoy University Non-Interventional Clinical Research Ethics Committee, Date 07.06.2023, Number: 2023/340.

Türkiye’de Çokkültürlü Eğitim: Okul Öncesi Öğretmenlerine Göre Çokkültürlü Eğitim Nasıl Olmalıdır?

Abstract

Bu araştırmanın amacı okul öncesi öğretmenlerine göre çokkültürlü eğitimin nasıl olduğunu ortaya çıkarmaktır. Çalışma nitel araştırma yöntemlerinden çoklu durum çalışması deseninde düzenlenmiştir. Katılımcılar amaçlı örneklem yoluyla seçilmiş ve en az bir farklı kültüre sahip öğrencisi bulunan dört okul öncesi öğretmeni çalışmaya dahil edilmiştir. Veriler yarı yapılandırılmış görüşmeler ile toplanmış ve betimsel analiz yöntemi ile analiz edilmiştir. Bulgular okul öncesi öğretmenlerine göre eğitim programı, çokkültürlü ortamındaki öğretmen özellikleri, aile katılımı, öğrenme ortamı ve değerlendirme temaları altında verilmiştir. Bulgular farklı kültürlerden gelen çocukların dil gelişiminde ve sosyal duygusal gelişiminde eksikliklerinin olduğunu ortaya çıkarmıştır. Bunun yanı sıra çokkültürlü eğitim ortamındaki bir okul öncesi öğretmeninin kişilik özelliklerinin tarafsız, önyargısız ve araştırmacı olması gerektiği vurgulanmıştır. Son olarak, araştırma ailelerin sürece aktif katılması gerektiğini, öğrenme merkezlerinin ihtiyaca göre düzenlenmesi gerektiğini ve öğrenci değerlendirmelerinin bireysel olması gerektiğini ortaya koymuştur.

Keywords

Çokkültürlü eğitim, okul öncesi öğretmeni, öğretmen görüşü, çokkültürlülük, öğretmen özellikleri

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